The Australian Association o? Special Education 2005 National Conference: Des English Memorial Lecture Special Education, Evidence-Based Practices and Policies: Re-think? Re-butt? Re-make? Re-value? Respond

2006 ◽  
Vol 30 (1) ◽  
pp. 4-20 ◽  
Author(s):  
Christina van Kraayenoord
Keyword(s):  
Special Education ◽  
Memorial Lecture ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
National Conference ◽  
Australian Association

The Australian Association of Special Education 2005 National Conference: Des English Memorial Lecture Special Education, Evidence-Based Practices and Policies: Re-think? Re-butt? Re-make? Re-value? Respond

2006 ◽  
Vol 30 (1) ◽  
pp. 4-20
Author(s):  
Christina E. van Kraayenoord
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Professional Organization ◽  
Memorial Lecture ◽  
Opportunities To Learn ◽  
Students With Special Needs ◽  
Evidence Based Practices ◽  
National Conference ◽  
Australian Association ◽  
Education Of Students

It is an honour to be invited to present the Des English Memorial Lecture at the 30th Annual National Conference of the Australian Association of Special Education (AASE) in 2005. Des English was the first President of this Association. Much of what he stood for was embedded in a respect for the abilities of students with special needs and his desire to ensure that these students had the best opportunities to learn. He was deeply committed to the belief that a professional organization such as the Australian Association of Special Education was needed to develop teachers and administrators who were knowledgeable and skilled, and he worked tirelessly to establish this Association, continuing to work with energy towards the goal of enhancing the education of students with special needs through the professional development of their teachers until his death in 1977.

The Australian Association of Special Education 2004 National Conference: Des English Memorial Lecture Behaviour – Whose Choice?

2005 ◽  
Vol 29 (1) ◽  
pp. 4-20
Author(s):  
Alison Jacob
Keyword(s):  
Special Education ◽  
Memorial Lecture ◽  
National Conference ◽  
Australian Association ◽  
Over Time

Thank you for inviting me to deliver the Des English Memorial Lecture for the second time – it's becoming a bit of a habit!Having taken the opportunity to read several of the Des English lectures that have been published over the years, it appears that the tradition of this lecture is often to provide some commentary on changes that have occurred during the career of the person delivering the address, in relation to the field of special education. There is more than a little reminiscing and nostalgia in Des English lectures and a great many references to ‘journeys’ by various Des English presenters suggesting a sense of progress or at least progression over time.

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

Moving Research into Practice: Can We Make Dissemination Stick?

2013 ◽  
Vol 79 (2) ◽  
pp. 163-180
Author(s):  
Bryan G. Cook ◽  
Lysandra Cook ◽  
Timothy J. Landrum
Keyword(s):  
Special Education ◽  
Education Research ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Ongoing Research ◽  
What Works ◽  
Effective Dissemination ◽  
Research Findings ◽  
Practice Gap ◽  
Traditional Approaches

Although researchers in special education have made significant advances in defining and identifying evidence-based practices, scholars often constitute an insular group that disseminates research findings primarily through outlets and venues targeting like-minded researchers using traditional approaches. Thus, despite tangible results in determining what works, using dissemination approaches that fail to resonate with or influence practitioners represents an important but often overlooked contributor to the ongoing research-to-practice gap in special education. The authors argue that empirical and theoretical literature outside of special education may offer insight into how ideas take hold, which may be especially relevant to the effective dissemination of evidence-based practices. Drawing on Heath and Heath's (2008) model, the authors describe 6 characteristics of messages that are likely to “stick”: (a) simple, (b) unexpected, (c) concrete, (d) credible, (e) emotional, and (f) stories. The authors consider each in terms of implications for dissemination of special education research findings, and urge special education researchers to consider researching, refining, and applying dissemination strategies that can make special education research matter on a broader scale.

Working Conditions in Self-Contained Settings for Students With Emotional Disturbance

2016 ◽  
Vol 51 (2) ◽  
pp. 83-94 ◽  
Author(s):  
Elizabeth A. Bettini ◽  
Michelle M. Cumming ◽  
Kristen L. Merrill ◽  
Nelson C. Brunsting ◽  
Carl J. Liaupsin
Keyword(s):  
Special Education ◽  
Emotional Disturbance ◽  
Working Conditions ◽  
Special Education Teachers ◽  
School Leaders ◽  
Well Being ◽  
Narrative Review ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Emotional Disturbance

Students with emotional disturbance (ED) depend upon special education teachers (SETs) to use evidence-based practices (EBPs) to promote their well-being. SETs, in turn, depend upon school leaders to provide working conditions that support learning and implementation of academic and social EBPs. We conducted an integrative narrative review of research examining working conditions SETs experience serving students with ED in self-contained schools and classes, to better understand whether SETs in these settings experience conditions necessary to effectively implement academic and social EBPs. Our findings suggest that conditions necessary for learning and implementing EBPs are seldom present in these settings. In addition, the extant research on SETs’ working conditions in these settings is largely disconnected from research investigating teachers’ use of EBPs.

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